Ten simple rules for creating a sense of belonging in your research group

Ruedas-Gracia, Nidia; Botham, Crystal M.; Moore, Allan F.; Peña, Courtney

doi:10.1371/journal.pcbi.1010688

Cited by 8 publications

(3 citation statements)

References 25 publications

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“…In particular, institutions should incentivize and value culturally sustaining mentorship practices among faculty which is cognizant of the different ways that university belonging can manifest based on intersectional identities. Examples of such practices are 1) including readings in course syllabi that are written by scholars espousing diverse social identities, 2) establishing opportunities and spaces where culturally diverse norms are recognized and included in curriculum and minoritized students can be their authentic selves (Peña et al, 2022), 3) incorporate strategies to foster belonging outside of the classroom (e.g., research groups; for specific strategies see Ruedas-Gracia et al, 2022). In this way, postsecondary institutions – and important change agents within these institutions – can provide optimal environments that foster university belonging among diverse student populations.…”

Section: Discussionmentioning

confidence: 99%

Is Belonging Stable Over Time?: A Four-Year Longitudinal Examination of University Belonging Differences Among Students

2023

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Sense of belonging is crucial for thriving in various contexts and must be maintained over time. However, we know little about how belonging fluctuates. In education, changes in school belonging differ by gender identity. Unfortunately, this evidence does not assess differences by racial identity or socioeconomic status. Because low belonging among students that espouse minoritized racial socioeconomic identities is a pervasive concern, it is important to understand how it functions among diverse groups. Via growth curve modeling this study explores changes in university belonging among individuals (Ns = 136, MT1age = 19 years) from diverse backgrounds (Black 16%, Latinx 15%, Asian 19%, White 34%, Native American 3%, Multiracial 13%; 36% low-income; 61% female identifying) over 4 years of college.

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Section: Discussionmentioning

confidence: 99%

Is Belonging Stable Over Time?: A Four-Year Longitudinal Examination of University Belonging Differences Among Students

2023

Self Cite

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“…Instead, what is needed is genuine empathic support, which enables the student to feel encouraged and guided as they progress on the PhD journey. Effective ways to create a sense of belonging for PhD students and in research groups/programs include engaging in self-reflection; using correct pronunciation of names, preferred pronouns, and diverse cultural and linguistic norms; promoting proactive engagement and communication; fostering connections through shared working practices; and asking for regular feedback [43]. Anonymous feedback might be especially useful for continually improving PhD programs to ensure they are meeting the needs of diverse students.…”

Section: Core Themes Of Inclusive Supervisionmentioning

confidence: 99%

Inclusive Supervision: Bridging the Cultural Divide

Showunmi,

Younas,

Gutman

2024

Encyclopedia

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Inclusive supervision is an approach to supervision that prioritizes multicultural competencies and an ethic of inclusion. Inclusivity in doctoral (or PhD) supervision is of key significance due to the collaborative nature of the relationship between supervisors and supervisees. Scant research has been conducted that considers the multiple, intersectional influences and their impact within this relationship. This study employs a rapid review method to synthesize findings on the research evidence encapsulating inclusive doctoral supervision. A search of academic literature spanning the last ten years (2013–2023) led to the inclusion of nine empirical, qualitative research studies on inclusive supervision. A synthesis of the findings resulted in five key challenges to inclusive supervision that diverse students face: power dynamics and feedback, a lack of belonging and support, a racial lens on academic competence, (mis)understandings of cultural differences, and communication and language barriers. In discussing these findings, we employ an intersectional lens and introduce a conceptual framework for an inclusive collaboration between supervisors and supervisees.

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“…Study in [7] has shown positive correlation between the students' belongingness with their academic performance. In addition, belongingness is a major factor that contributes positively to an individual's psychological development [13,[15][16][17].…”

Section: Operablementioning

confidence: 99%

Evaluating the Low-Stakes Assessment Performance: Student-Perceived Accessibility, Belongingness, and Self-Efficacy in Connection to the Use of Digital Notes in Engineering and Computing Courses

Ding,

Sun,

Xiao

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Course content plays a critical role in student success. Among all college students, students with disabilities (SWD) face numerous additional challenges when digital content is inaccessible or difficult to use. Digital note-taking has been increasingly implemented and studied in higher education for its potential to further develop universal design for learning (UDL) techniques to benefit all students, especially SWD. This study combines low-stakes assessment results with surveys about accessibility, belongingness, self-efficacy and perceived learning in connection to the use of digital notes. The multi-discipline, multi-site, and multi-timepoint research design includes two junior-level undergraduate probability and statistics courses in the disciplines of Computer Science and Industrial Engineering at the University of Illinois Urbana Champaign (UIUC). The study investigated the effect of digital notes introduced at week 10, produced using ClassTranscribe developed at UIUC. The digital notes allow for transcripts, screenshots, and mathematical equations taken directly from video recordings. The digital notes were provided to the students of the two classes in both .pdf and .epub formats with included links to the video. Additionally, we considered Students With Accessibility Needs (SWAN) if they reported conditions that prevented them from attending class at some point while not having an officially recognized disability by the university.The students in the classes were surveyed three times: a baseline survey followed by two posttest surveys. The baseline survey was conducted early in the Fall 2022 semester by measuring the students' perceived accessibility of the course using the Web Content Accessibility Guidelines (WCAG)-based POUR model in the context of mathematically-rich engineering courses. The POUR model (perceivable, operable, understandable, and robust subscales) was found previously to be a significant predictor of perceived learning, while disability type was not a significant predictor of perceived learning. After the digital notes were introduced, two posttest surveys were conducted in the 12 th and 16 th week, respectively, to record changes in students' responses for the POUR scales, perceived learning, belongingness, self-efficacy, and their association with low-stakes assessment including homework assignments and quizzes.The results from the responses of 285 students (including 22 SWD) for the first survey found that students generally reported positive scores for the courses' accessibility in all four POUR subscales (scores average > 4.40 out of 5). SWAN and students without disabilities (SWOD) differed in perceivable subscales (p < 0.006), with SWAN finding course material less perceivable. As the course content's difficulty level increased, SWD differed from SWOD significantly regarding perceivable, understandable and robustness subscales at the second survey with lower scores for SWD (FDR p < 0.02). Even though the perceived accessibility scales for the classes decreased in the second s...

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Ten simple rules for creating a sense of belonging in your research group

Cited by 8 publications

References 25 publications

Is Belonging Stable Over Time?: A Four-Year Longitudinal Examination of University Belonging Differences Among Students

Is Belonging Stable Over Time?: A Four-Year Longitudinal Examination of University Belonging Differences Among Students

Inclusive Supervision: Bridging the Cultural Divide

Evaluating the Low-Stakes Assessment Performance: Student-Perceived Accessibility, Belongingness, and Self-Efficacy in Connection to the Use of Digital Notes in Engineering and Computing Courses

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